Displaying results 1 - 30 of 138 in total
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- Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education
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- 2024 ASEE Annual Conference & Exposition
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- Marissa A Tsugawa, Utah State University; Theo Sorg, Purdue University; Hector Enrique Rodríguez-Simmonds, Boston College; Sage Maul, Purdue University; Nadia N. Kellam, Arizona State University; Alice L. Pawley, Purdue University; Taylor V. Williams, Harding University
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Paper ID #42751WIP: In Search of Community: A Collaborative Inquiry Among NeurodivergentEngineering Education ResearchersDr. Marissa A Tsugawa, Utah State University Marissa Tsugawa is an assistant professor at Utah State University who leverages mixed-methods research to explore neurodiversity and identity and motivation in engineering. They completed their Ph.D. in Engineering Education where they focused on motivation and identity for engineering graduate students.Theo Sorg, Purdue University Theo Sorg (they/them) is a fifth-year PhD student and National Science Foundation Graduate Research Fellow in the School
- Conference Session
- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
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- 2024 ASEE Annual Conference & Exposition
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- Meagan C Pollock, Engineer Inclusion; Hoda Ehsan, The Hill School ; Sreyoshi Bhaduri, ThatStatsGirl; Lauren Thomas Quigley, IBM Research
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valuable lessons for current and future PhD students inengineering education, illuminating the vast possibilities beyond the academic realm.This article seeks to bridge this gap by presenting a collaborative auto-ethnographic explorationof the lived experiences of Ph.D. graduates in Engineering Education who have embracednon-academic career paths. Doing so aims to shed light on these professionals' diversemotivations, challenges, and successes, offering a more holistic view of what it means to be anengineering educator in today's rapidly evolving world.In the following sections, we frame the paper like a panel conversation, detail the writtenresponses, summarize key takeaways, and provide actionable recommendations for creating amore equitable and
- Conference Session
- Asset Sourcing for Remaking Engineering Learning
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- 2021 ASEE Virtual Annual Conference Content Access
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- Cara Margherio, University of Washington; Anna Lee Swan, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington
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fulfill the NSF requirements for each team to include an education researcher andsocial science expert, some teams needed to look beyond their current and prior workingrelationships. In these instances, teams discussed the importance of finding individuals who hadshared commitments and values to improving engineering education. While these individualsthus came to the team without a sense of trust established from prior collaborations, the strategicselection of team members set the foundation for developing unified voice insofar as team 9members contributed not only their skills, but they also came into the project sharing a sense ofpurpose and
- Conference Session
- Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education
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- 2024 ASEE Annual Conference & Exposition
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- Nrupaja Bhide, Purdue University; Yash Ajay Garje, Purdue University; Siddhant Sanjay Joshi, Purdue University
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Paper ID #43761Metaphors in Engineering Education Research: Prisms to Analyze the EpistemologicalSpectrumNrupaja Bhide, Purdue University Nrupaja is a PhD candidate at the School of Engineering Education at Purdue University. She is interested in exploring diverse ways of knowing in engineering education and the role of language and metaphors in research and writing.Yash Ajay Garje, Purdue University Yash is a Ph.D. student at the School of Engineering Education at Purdue University. His research aims at broadening student participation in STEM through robotics education. His research focuses on enhancing STEM
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- Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education
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- 2024 ASEE Annual Conference & Exposition
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- Brian Dick, Vancouver Island University; Kodi Rivera, Simon Fraser University; Michael Sjoerdsma, Simon Fraser University
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Paper ID #42758Understanding Persistence in Engineering Education through a ComprehensiveSurvey ToolDr. Brian Dick, Vancouver Island University Brian Dick is a Professor and Department Chair at Vancouver Island University. He believes strongly in enabling access to education, and creating conditions for students to develop as global citizens. He led work to create the Common First-Year Engineering Curriculum in British Columbia, enabling expansion of engineering education pathways throughout the province. His international work with partners in Vietnam, Taiwan, Korea, and Kenya, has facilitated unique intercultural
Work in Progress: Experiences of Uncertainty in Sociotechnical Small-Group Undergraduate Discussions
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- Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success
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- 2024 ASEE Annual Conference & Exposition
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- Fatima Rahman, Tufts Center for Engineering Education and Outreach; Kristen B Wendell, Tufts University; Chelsea Joy Andrews, Tufts University
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, S. (2018). The imperative to move toward a dimension of care in engineering education. Journal of Research in Science Teaching, 55(7), 938-961.Hartner-Tiefenthaler, M., Roetzer, K., Bottaro, G., & Peschl, M. F. (2018). When relational and epistemological uncertainty act as driving forces in collaborative knowledge creation processes among university students. Thinking Skills and Creativity, 28, 21-40Jordan, B., & Henderson, A. (1995) Interaction Analysis: Foundations and Practice, Journal of the Learning Sciences, 4:1, 39-103, https://doi.org/10.1207/s15327809jls0401_2Jordan, M. E., & McDaniel, R. R. (2014). Managing Uncertainty During Collaborative Problem Solving in Elementary School Teams
- Conference Session
- Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Kaylla Cantilina, Tufts University; Chelsea Joy Andrews, Tufts University; Fatima Rahman, Tufts Center for Engineering Education and Outreach
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Paper ID #42075Characterizing First-Year Engineering Students’ Priorities and Language Usein Socio-technical Written ReflectionsDr. Kaylla Cantilina, Tufts University Kaylla is a Postdoctoral Scholar at Tufts University where her work is motivated by design as a means for social justice. Her research explores the ways that students and practitioners seek to achieve equity in their design practicesDr. Chelsea Joy Andrews, Tufts University Chelsea Andrews is a Research Assistant Professor at Tufts University, at the Center for Engineering Education and Outreach (CEEO).Fatima Rahman, Tufts Center for Engineering Education
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
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- 2023 ASEE Annual Conference & Exposition
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- Janis P. Terpenny, National Science Foundation; Tracee Gilbert, System Innovation
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. They need projects for their capstoneprojects. By taking advantage of expertise and collaborating with other departments anddisciplines, we do not need to know and do everything. Collaboration is key. She alsoemphasizes the wealth of resources available to educators. Cool stuff found in YouTube videosand more.Experiential and Interdisciplinary LearningIn its earliest incarnation, engineering education programs focused on practice. Apprenticeshipsand hands-on experience with shop work were common. The early 1900s saw a shift to moretheoretical and mathematical analysis in the curriculum. Spurred by technology needs of WWIIand early space programs, engineering then took on a science-based focus. In more recent years(1990s and beyond
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5
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- 2023 ASEE Annual Conference & Exposition
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- Bahar Memarian, University at Buffalo, The State University of New York
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most studies remain at a high level (e.g., collaborating with Indigenouspeoples across postsecondary institutions, and Indigenous Elders and Knowledge Keepers) anddo not specify implementational considerations. More significantly, there is still a lack ofconversation around how Indigenous integrations can be specified considering advancements ineducational technology such as artificially intelligent tools and tutors in higher education [19].This gap motivates exploring potential challenges and potentials of integrating Indigenous waysof knowing in engineering education, particularly when AI programs are used to facilitate thedesign and delivery of the curriculum.Technological ChallengesFrom a technological perspective, AI programs used in
- Conference Session
- Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education
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- 2024 ASEE Annual Conference & Exposition
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- Hyun Kyoung Ro, University of North Texas; Shirley Anderson, University of North Texas
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Paper ID #43781Culturally Relevant Practices at Hispanic Serving Institutions: A SystematicReview of Engineering Education LiteratureDr. Hyun Kyoung Ro, University of North Texas Dr. Hyun Kyoung (Hyunny) Ro, Associate Professor of Counseling and Higher Education at the University of North Texas, holds a Ph.D. in Higher Education from The Pennsylvania State University with a minor in Educational Psychology—Applied Measurement. Her research focuses on Gender and Racial Equity in STEM Education, Learning Experiences and Outcomes for Marginalized Students, and Critical Quantitative Research and Assessment.Shirley Anderson
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
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- 2023 ASEE Annual Conference & Exposition
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- Jemal Bedane Halkiyo, Arizona State University, Polytechnic Campus; Madeleine Jennings, Arizona State University, Polytechnic Campus; Sultan Bedane Halkiyu, Bule Hora University, Ethiopia; Nadia N. Kellam, Arizona State University, Polytechnic Campus
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Paper ID #37452Ethiopian Women Students’ Recommendations for Enhancing Their Sense ofBelonging in Engineering EducationMr. Jemal Bedane Halkiyo, Arizona State University, Polytechnic Campus Jemal Halkiyo is a Ph.D. student in Engineering Education Systems and Design at Arizona State Univer- sity. Mr. Halkiyo has a Bachelor of Science from Hawassa University, and a Master of Science degree in Civil Engineering from Arba Minch University, both in Ethiopia. Mr. Halkiyo uses mixed methods to study his primary research interest: engineering education equity and inclusivity among diverse student groups: international and
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10
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- 2023 ASEE Annual Conference & Exposition
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- Theo Sorg, Purdue University
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Education (CONTIE) IEEE Global Engineering Education Conference Y 2 2 (EDUCON) Collaborative Network for Engineering and Y 3 1 Computing Diversity (CoNECD) Conference SEFI Annual Conference N 2 1 AAEE Annual Conference N 0 0 Total 71 49
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8
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- 2023 ASEE Annual Conference & Exposition
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- Anne M. McAlister, The State University of New York, Buffalo; Sarah Catherine Lilly, California State University, Channel Islands
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designwould support engineering students to consider these contexts in their future problem solving.Other pedagogical lessons for teaching social justice in engineering included not cold-calling onstudents, allowing a larger number of students to speak, and giving students moreautonomy in choosing topics [34]. These recommendations may help in creating safe spacesfor students to learn and creating collaborative learning experiences within these safespaces [1]. It can be productive for an engineering educator to focus on becoming an expert inallowing for and encouraging conversations about social justice, rather than becoming anexpert on social justice itself [1].What are the benefits of integrating social and technical aspects of engineering?Overall
- Conference Session
- Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education
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- 2024 ASEE Annual Conference & Exposition
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- R. Jamaal Downey, University of San Diego; Joel Alejandro Mejia, The University of Texas at San Antonio; Diana A. Chen, University of San Diego; Gordon D Hoople, University of San Diego
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Engineering at the University of San Diego. She earned her BS in Engineering from Harvey Mudd College, and MS and PhD in Civil Engineering from Clemson University. In collaboration with colleagues, Dr. Chen is designing a new engineering curriculum to educate changemakers who understand that engineering is an inherently socio-technical activity. Her passion is studying and encouraging culture change in engineering curricula and spaces to shift engineering to be a field more inclusive of diversity in all forms. Her scholarly interests include engineering education that contextualizes engineering sciences and design, exploring engineering boundaries for inclusive pedagogy, and sustainability and bio-inspired design in the
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9
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- 2023 ASEE Annual Conference & Exposition
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- Crystal E. Peoples, Duke University; Alicia Nicki Washington, Ph.D., Duke University; Shaundra Bryant Daily, Duke University
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private sources to support her collabo- rative research activities, Daily’s work has been featured in USA Today, Forbes, National Public Radio, and the Chicago Tribune. Daily earned her B.S. and M.S. in Electrical Engineering from the Florida Agri- cultural and Mechanical University – Florida State University College of Engineering, and an S.M. and Ph.D. from the MIT Media Lab. ©American Society for Engineering Education, 2023 RACE AND COLLABORATION IN COMPUTER SCIENCE: A NETWORK SCIENCE APPROACHINTRODUCTIONAn important step in creating more equitable and inclusive CS departments is acknowledgingthat structural racism persists (and in some instances, thrives) in academic
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- Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education
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- 2024 ASEE Annual Conference & Exposition
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- Clay Walker, University of Michigan
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born to families made up of engineers and otherprofessional in closely aligned fields (e.g., scientists), no one grows up using the language andliteracy practices of engineering, exactly. These abilities are taught and learned and make up thebasis for writing pedagogy in engineering education often called writing in the disciplines orwriting across the curriculum. The underlying the academic literacy practices in engineeringidentities resides an array of linguistic practices – what Gee would call ways of saying-being-doing-feeling. Considering the cultural basis for these ways of making meaning is important inthe age of AI as students collaborate with and negotiate language with large language models.However, before considering how language
- Conference Session
- Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education
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- 2024 ASEE Annual Conference & Exposition
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- Kelyn Rola, Southern Methodist University; Hannah Louis, Southern Methodist University; Alain Mota, Southern Methodist University; Kathy Michelle Hubbard, Southern Methodist University
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a co-author on this paperand collaborator during the development of this toolkit to ensure that our recommendationsacknowledge, encompass, and address the experiences that she and other minoritized groupshave had during their engineering education. The toolkit is in its nascent stages, but we aim touse this WIP as an opportunity to amplify a student’s voice and foster discussions aroundinclusive pedagogy within engineering education. Our work is driven by the research question,“what happens when institutional recommendations, established best practices, and theperspectives of a student come together?”Literature ReviewCommon instructional practices within engineering education, and the lack thereof, represent abarrier to broadening
- Conference Session
- Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education
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- 2024 ASEE Annual Conference & Exposition
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- Minju Lee, University of Connecticut; Davis Chacon-Hurtado, University of Connecticut; Shareen Hertel, University of Connecticut; Sophia Fenn, University of Connecticut
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. ©American Society for Engineering Education, 2024 ASEE 2024Engineering Education in Human Rights and Sustainability: ExploringStudents’ Motivations and the Learning Outcomes from an UndergraduateClass at the University of ConnecticutMinju Lee (Ph.D. Candidate, Political Science, University of Connecticut)minju.lee@uconn.eduDavis Chacón-Hurtado (Assistant Research Professor, Civil and Environmental Engineering& Human Rights Institute, University of Connecticut)Davis.chacon-hurtado@uconn.eduShareen Hertel (Wiktor Osiatyński Chair of Human Rights & Professor of Political Science,University of Connecticut)Shareen.hertel@uconn.eduSophia Fenn (Undergraduate Research Assistant, Civil and Environmental
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11
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- 2023 ASEE Annual Conference & Exposition
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- Jerry Austin Yang, Stanford University
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Paper ID #39643Work-In-Progress: Intersectionality, (Re)Defined: A Scoping Review ofIntersectionality in the Journal of Engineering EducationJerry Austin Yang, Stanford University Jerry A. Yang is a doctoral student and graduate research assistant at Stanford University pursuing a PhD in Electrical Engineering and a MA in Education. He received a BS in Electrical Engineering from the University of Texas at Austin with a certificate ©American Society for Engineering Education, 2023Work-In-Progress: Intersectionality, (Re)Defined: A Scoping Review of Intersectionality in the
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- Institutional inclusion: Advancing equity and belongingness in engineering education
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- 2024 ASEE Annual Conference & Exposition
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- Teirra K Holloman, Virginia Tech Department of Engineering Education; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Natali Huggins; Walter C. Lee, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University
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Paper ID #42684Exploring Department Readiness for Equity-Work and Inclusive Practices inEngineering PhD Programs: A Competing Values ApproachTeirra K Holloman, Virginia Tech Department of Engineering Education Teirra Holloman is a postdoctoral associate in Engineering Education at Virginia Tech. Teirra received her Ph.D. in Engineering Education and M.Eng. in Industrial and Systems Engineering from Virginia Tech and her B.S. in Industrial Engineering from Clemson University. Her research interests include organizational resilience; organizational change; diversity, equity, and inclusion issues in engineering and global
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- Working Against Unjust Social Forces
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- 2021 ASEE Virtual Annual Conference Content Access
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- Anna Marie LaChance, University of Connecticut; Jennifer Pascal, University of Connecticut; Danielle Gan, University of Connecticut; Justyn James Paquette Welsh, University of Connecticut; Thomas James Pauly, University of Connecticut; Patrick Paul, University of Connecticut
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undergraduate studying Chemical Engineering in the department of Chemical and Biomolecular Engineering at the University of Connecticut with a minor in Environmental Engi- neering. He is both a highly motivated college student and an academically excelling learner. Thomas currently assists Dr. McCutcheon as an undergraduate teaching assistant for the course ”CHEG 3128: Chemical Engineering Junior Laboratory” in the UConn School of Engineering. He is also an active undergraduate research assistant studying the economic impact of ground-level ozone concentrations on American c Society for Engineering Education, 2021
- Conference Session
- Institutional inclusion: Advancing equity and belongingness in engineering education
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- 2024 ASEE Annual Conference & Exposition
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- Kassandra Fernandez, University of Florida; Krista Dulany Chisholm, University of Florida; Nancy Ruzycki, University of Florida
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, p. 160940691773384, Dec. 2017, doi: 10.1177/1609406917733847.[17] B. Bourke, “Positionality: Reflecting on the Research Process,” TQR, Oct. 2014, doi: 10.46743/2160-3715/2014.1026.[18] M. Borrego, E. P. Douglas, and C. T. Amelink, “Quantitative, Qualitative, and Mixed Research Methods in Engineering Education,” J of Engineering Edu, vol. 98, no. 1, pp. 53– 66, Jan. 2009, doi: 10.1002/j.2168-9830.2009.tb01005.x.[19] S. Secules et al., “Positionality practices and dimensions of impact on equity research: A collaborative inquiry and call to the community,” J of Engineering Edu, vol. 110, no. 1, pp. 19–43, Jan. 2021, doi: 10.1002/jee.20377.[20] A. G. Darwin Holmes, “Researcher Positionality - A Consideration of Its Influence and
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- Institutional inclusion: Advancing equity and belongingness in engineering education
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- 2024 ASEE Annual Conference & Exposition
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- Keith Fouch, California Polytechnic State University, San Luis Obispo; Zoey Camarillo, California Polytechnic State University, San Luis Obispo; Ben Lutz, California Polytechnic State University, San Luis Obispo
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preferences, learners’ motivations and interests, and equitable collaboration,among other DEI-focused topics in STEM. These efforts and others highlight the diverseapproaches taken to make STEM and engineering education more inclusive and point to thepotentially wide range of beliefs faculty and students might have surrounding these efforts.Second, implementing inclusive pedagogies overlaps with other novel or innovative pedagogies.For instance, problem-based learning encourages students to collaborate in authentic ways aroundmeaningful, contextually rich problems (De Graaf & Kolmos (2003), Hmelo-Silver & Eberbach(2012), Johnson (1999), Kolmos & De Graaff (2014)), and instructor facilitation techniques sharemany similarities with other
- Conference Session
- Institutional inclusion: Advancing equity and belongingness in engineering education
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- 2024 ASEE Annual Conference & Exposition
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- Monica Quezada-Espinoza, Universidad Andres Bello, Chile; Maria Elena Truyol, Universidad Andres Bello, Chile
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Engineering Education, 2024Exploring Sense of Belonging and Self-Efficacy in Engineering: The Role of Institutional SupportAbstractNumerous studies have explored the impact of self-efficacy and a sense of belonging onSTEM career selection and persistence, fostering identity development. Institutional supportis pivotal for STEM students' academic progression and persistence. Such support includeseducational guidance, mentorship, and cultural and athletic engagement. Evidence shows thatthese services enhance students' sense of belonging and motivation and influence their self-efficacy. This is particularly vital for first-generation college students. With its substantialfirst-generation and economically disadvantaged student
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- Institutional inclusion: Advancing equity and belongingness in engineering education
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- 2024 ASEE Annual Conference & Exposition
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- Dustyn Roberts, University of Pennsylvania; William Schlatterer, University of Pennsylvania; Seon Woo Lee, University of Pennsylvania; Jonathan Singleton, University of Pennsylvania; Byron Lee, University of Pennsylvania; Michelle Jillian Johnson, University of Pennsylvania; Robert W Carpick, University of Pennsylvania
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©American Society for Engineering Education, 2024 DEI Task Force Accomplishments: The DEI Scholars Program and its DEI Elective OptionMotivation and BackgroundThe purpose of this practice paper is to share new accomplishments made by our Diversity,Equity, and Inclusion (DEI) Task Force in the Mechanical Engineering and Applied Mechanics(MEAM) Department within the School of Engineering and Applied Sciences (SEAS) at theUniversity of Pennsylvania. This paper aims to enable others to implement similar changesadapted to their own contexts. Previously, we shared the process of forming a DEI Task Forcewithin a Mechanical Engineering Department [1], [2] and described initial efforts atprogramming and engaging students
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- Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
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- 2024 ASEE Annual Conference & Exposition
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- Jae Hoon Lim, University of North Carolina; Jerry Lynn Dahlberg Jr, University of Tennessee, Space Institute; Terry L. Miller, Alabama A&M University; Corion Jeremiah Holloman, Alabama A&M University; Luke Childrey V, Alabama A&M University; Mohamed Jamil Barrie, Alabama A&M University
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experience by proving access to engagement and outreach opportunities. She is also responsible for spearheading the ideation, development, and establishment of numerous strategic academic partnerships with leaders in industry. She holds memberships in the American Society for Engineering Education, the Society of Women Engineers (SWE), the Society of Government Meeting Professionals (SGMP) and the Association for Computing Machinery (ACM) where she is the advisor for the campus chapter. Terry earned her B.S. and M.S. degree in Computer Science from AAMU and in her leisure time, she likes gourmet cooking and traveling. Living daily by the motto ”Success isn’t about how much money you make, it’s about the difference you
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4
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- 2023 ASEE Annual Conference & Exposition
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- Rebecca Zarch, SageFox Consulting Group; Sarah T. Dunton; Jayce R. Warner, University of Texas, Austin; Jeffrey Xavier; Joshua Childs, University of Texas, Austin; Alan Peterfreund, SAGE
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Paper ID #39681Common Metrics: Lessons from Building a Collaborative Process for theExamination of State-level K–12 Computer Science Education DataRebecca Zarch, SageFox Consulting Group Rebecca Zarch is an evaluator and a director of SageFox Consulting Group. She has spent nearly 20 years evaluating and researching projects in STEM education from K-12 through graduate programs.Sarah T. DuntonJayce R. Warner, University of Texas, AustinMr. Jeffrey XavierJoshua Childs, University of Texas, AustinDr. Alan Peterfreund, SAGE ©American Society for Engineering Education, 2023 Common Metrics: Lessons from
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- Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education
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- Raul Mishael Sedas, Caltech; LIGO
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" artifacts crafted from unconventional resources, can be integrated into asset-based pedagogies like Connected Learning to reimagine engineering education. Participants include Mexican American middle and high school-aged youth in Southern California, USA, alongside Mexican American adult mentors and researchers. Study participants collaboratively designed a prototype workshop targeting future youth who may not consider engineering as a career, utilizing speculative fiction (e.g., Latinofuturism) to ignite interest while tapping into existing creativity, collaboration, and resourcefulness inherent in everyday engineering problem-solving. This holistic approach aims to render engineering more relevant
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- Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education
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- 2024 ASEE Annual Conference & Exposition
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- Kian G. Alavy, The University of Arizona; Matthieu Bloch, Georgia Institute of Technology; Gregory L. Heileman, The University of Arizona; Benjamin Richmond, The University of Arizona; Ahmad Slim, The University of Arizona; Mitchell L R Walker II, Georgia Institute of Technology; David Ruiter, University of California, San Diego
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student recruitment, retention, and success metrics. Dr. Slim’s scholarly contributions include numerous articles on the application of data science in enhancing educational practices.Prof. Mitchell L R Walker II, Georgia Institute of Technology Mitchell L. R. Walker is a Professor of Aerospace Engineering and Associate Dean of Academic Affairs at the Georgia Institute of Technology. His primary research interests include experimental and theoretical studies of advanced plasma propulsion concepts for spacecraft. Dr. Walker received his Ph.D. in Aerospace ©American Society for Engineering Education, 2024
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- Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success
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- 2024 ASEE Annual Conference & Exposition
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- Sourojit Ghosh, University of Washington; Kunal V Mehta, University of Washington; Maxwell Coppock, University of Washington; Sarah Marie Coppola, University of Washington
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Washington Sarah Coppola is an Assistant Teaching Professor the Department of Human Centered Design & Engineering at the University of Washington. Dr. Coppola is an educator and researcher whose work focuses on how people are excluded by design. She holds a BS in Mechanical Engineering from Northwestern University, a MS in Human Factors Engineering from Tufts University, and a Doctorate in Ergonomics from Harvard University. ©American Society for Engineering Education, 2024 Reflecting on Adapting Visual Oriented Classes for Blind and Low Vision Students Sourojit Ghosh, Kunal Mehta, Alainna Brown, Maxwell Coppock, and Sarah Coppola